Social Psychology

Social Psychology

INTRODUCTION

The focus of social psychology is to study the behavior of individuals in which it is socially influenced. And this happens from the moment we were born, or even before birth, as historical conditions that they gave birth to a family, which lives with certain people, who survive by working in certain activities, which already influence the way they approach and care for pregnancy and what it means to have a child. This historical-social influence is felt primarily by the acquisition of language. Words, through the meanings attributed by a social group, by a culture, determine a world view, a value system and, consequently, actions, feelings and emotions arising. The general laws of psychology say it is apprehended when reinforced, but it is the history of the group to which the individual belongs that will tell what is reinforcing or punitive.
Like Cherry (2016) writes that it is common for Social Psychology to be confused with popular wisdom, personality psychology, and sociology, and exposes the differences between them. While popular wisdom, which may also be called common sense, is based on anecdotal observations and subjective interpretations, Social Psychology employs scientific methods and empirical studies of social phenomena. Researchers not only make assumptions about how people behave, they plan and conduct experiments that let you highlight the relationship between different variables.
To speak of Social Psychology today is to speak of a subject matter that makes us reflect on subjects such as: concepts, theories and methods that will help us understand different phenomena and relational aspects of social life. Through the study of social psychology we will be more focused on seeing the nature of problems and how they are approached by social psychology, we will also be seeing the historical evolution, looking from their foundation to our day, this means that we will be considering psychology Social as a scientific discipline with its own domain within human and social sciences. Also in this study we will approach the social influence as one of the fundamental mechanisms of your concern showing the domain that the social influence exerts on the individual and the modifications that will imply in the level of the human behavior. Still in this study we will talk about specificity of scientific research in Social Psychology and also general characteristic of methods of Social Psychology.

The History of Social Psychology
Lane (1981) writes that the beginning of social psychology dates back to the 19th century, and the French philosopher Augusto Conte is considered the father of this science. For Conte, Social Psychology would be a by product of Sociology and Moral, being charged with telling how the individual could be, at the same time, cause and consequence of society. However, only after World War I, around 1920, would this branch develop as a scientific and systematic study. In a world shaken by crises and conflicts, researchers have found a field to study extensively to find a way to preserve the values of freedom and human rights in a tense and regimented society. Scientists sought to understand various social phenomena such as leadership, prejudice, propaganda, conflicts of values and how individuals behaved in front of them. In the US, this research was aimed at finding ways to improve man’s life in the social context, using the data and concepts from years of research in psychology. Society was the great object of study at that time, its motivations, attitudes towards certain situations, behavior patterns, in short, everything that demonstrated the existing dichotomy between being and society. As much as one does not exist without the other, they are two different phenomena.
The history of social psychology can be described as the history of social science that reflects multiple efforts to explain social conditions, social actions and the relationships between society and its members (Fenestra, 2013). The history of social psychology helps to better understand the nature of social world. In fact, social psychology plays an important role in helping individuals to have a better understand of the thoughts, feelings, and behaviors of other individuals. It is necessary to understand not only social, but also political and material influences on the conceptions of individuals. The history of social psychology is closely connected with the political history because the discipline helps to explore human nature through the application of certain scientific methods. A number of key research developments have helped to define social psychology and differentiate it from other fields of study, including ethical, cultural, behavioral and other types of research developments. The following theoretical constructs are inherent in social psychology principles include the “commonality corollary, the sociality corollary and the fragmentation corollary” (Rogers, 2013, p. 157). The role of ethics in behavioral research is crucial because any form of behavioral research requires not only observation, analysis of human behavior, but also it requires the analysis of by-products of human behavior, such as public opinions. Ethics in behavioral research influences the attitudes of personnel, the behavior of the participants, and other aspects that may have certain impact on society. Some of the ethical dilemmas that researchers face include the issues associated with specific national or cultural context, maintenance of the respect for privacy and confidentiality, etc. One of the examples of an ethical violation that occurred in a human research study includes the violation of moral principles in the form of racial inequality, which leads to racial discrimination and racism. The study well-known as the Tuskegee Syphilis study demonstrates the actual violation of moral norms in relation to African Americans. The methodology used by researchers was observational. Considerable changes could have been made to improve the ethical nature of the research, including the improved ethical standards and the proper control.
The science of social psychology began when scientists first started to systematically and formally measure the thoughts, feelings, and behaviors of human beings (Kruglanski & Stroebe, 2011). The earliest social psychology experiments on group behavior were conducted before 1900 (Triplett, 1898), and the first social psychology text books were published in 1908 (McDougall, 1908/2003; Ross, 1908/1974). During the 1940s and 1950s, the social psychologists Kurt Lewin and Leon Festinger refined the experimental approach to studying behavior, creating social psychology as a rigorous scientific discipline. Kurt Lewin was an influential psychologist who is today recognized as the founder of modern social psychology. His research on group dynamics, experiential learning, and action research had a tremendous influence on the growth and development of social psychology. He is also recognized for his important contributions in the areas of applied psychology and organizational psychology.
In 1954, Festinger edited an influential book called Research Methods in the Behavioral Sciences, in which he and other social psychologists stressed the need to measure variables and to use laboratory experiments to systematically test research hypotheses about social behavior. He also noted that it might be necessary in these experiments to deceive the participants about the true nature of the research.
Social psychology was energized by researchers who attempted to understand how the German dictator Adolf Hitler could have produced such extreme obedience and horrendous behaviors in his followers during the World War II. The studies on conformity conducted by Muzafir Sherif (1936) and Solomon Asch (1952), as well as those on obedience by Stanley Milgram (1974), showed the importance of conformity pressures in social groups and how people in authority could create obedience, even to the extent of leading people to cause severe harm to others. Philip Zimbardo, in his well-known “prison study” (Haney, Banks, & Zimbardo, 1973), found that the interactions of male college students who were recruited to play the roles of guards and prisoners in a simulated prison became so violent that the study had to be terminated early.
Social psychology quickly expanded to study other topics. John Darley and Bibb Latané (1968) developed a model that helped explain when people do and do not help others in need, and Leonard Berkowitz (1974) pioneered the study of human aggression. Meanwhile, other social psychologists, including Irving Janis (1972), focused on group behavior, studying why intelligent people sometimes made decisions that led to disastrous results when they worked together. Still other social psychologists, including Gordon Allport and Muzafir Sherif, focused on intergroup relations, with the goal of understanding and potentially reducing the occurrence of stereotyping, prejudice, and discrimination. Social psychologists gave their opinions in the 1954 Brown v. Board of Education U.S. Supreme Court case that helped end racial segregation in American public schools, and social psychologists still frequently serve as expert witnesses on these and other topics (Fiske, Bersoff, Borgida, Deaux, & Heilman, 1991). In recent years insights from social psychology have even been used to design anti-violence programs in societies that have experienced genocide (Staub, Pearlman, & Bilali, 2010).
The latter part of the 20th century saw an expansion of social psychology into the field of attitudes, with a particular emphasis on cognitive processes. During this time, social psychologists developed the first formal models of persuasion, with the goal of understanding how advertisers and other people could present their messages to make them most effective (Eagly & Chaiken, 1993; Hovland, Janis, & Kelley, 1963). These approaches to attitudes focused on the cognitive processes that people use when evaluating messages and on the relationship between attitudes and behavior. Leon Festinger’s important cognitive dissonance theory was developed during this time and became a model for later research (Festinger, 1957).
In the 1970s and 1980s, social psychology became even more cognitive in orientation as social psychologists used advances in cognitive psychology, which were themselves based largely on advances in computer technology, to inform the field (Fiske & Taylor, 2008). The focus of these researchers, including Alice Eagly, Susan Fiske, E. Tory Higgins, Richard Nisbett, Lee Ross, Shelley Taylor, and many others, was on social cognition—an understanding of how our knowledge about our social worlds develops through experience and the influence of these knowledge structures on memory, information processing, attitudes, and judgment. Furthermore, the extent to which humans’ decision making could be flawed due to both cognitive and motivational processes was documented (Kahneman, Slovic, & Tversky, 1982).
In the 21st century, the field of social psychology has been expanding into still other areas. Examples that we consider in this study include an interest in how social situations influence our health and happiness, the important roles of evolutionary experiences and cultures on our behavior, and the field of social neuroscience—the study of how our social behavior both influences and is influenced by the activities of our brain (Lieberman, 2010). Social psychologists continue to seek new ways to measure and understand social behavior, and the field continues to evolve. We cannot predict where social psychology will be directed in the future, but we have no doubt that it will still be alive and vibrant.
When we talk the history of Social Psychology we must talk about Important people in the world of social psychology.
Within the field of social psychology there have been people who have left a great impression. Here are some of them:
• Floyd Allport: Best known for being the founder of social psychology as a scientific discipline.
• Muzafer Sherif: Known for conducting the experiment of the “cave of thieves” where a set of boy scouts was divided into two groups in order to explore prejudice in social groups. The experiment created the Realistic Group Conflict Theory.
• Solomon Asch: Devoted his life to the study of social influence. His studies on conformity are his best-known work, in which he used lines of different sizes to see if the participants would give the wrong answers. They did indeed give the wrong answer, not because they thought the answers they gave were true, but simply to agree with the answers other people gave.
• Kurt Lewin: Known as the founder of modern social psychology. He made contributions to the Gestalt theory, studied the concept of social distance and formulated the field theory. The latter shows that it is impossible to get to
• know true human behavior if they are outside of their own environment.
• Ignacio Martín-Baró: Besides being a psychologist, he was a Jesuit priest. He proposed that psychology should be related to the social and historical conditions of the area where it develops. It should also be related to the aspirations of the people who reside there. He is the creator of the Social Psychology of Liberation.
Other important figures
• Stanley Milgram: Conducted experiments of dubious ethics. The best known is his experiment on obedience to authority. In it, one participant applied electric shocks to another in the presence of figure of authority . The Experiment of the Small World is also his own; this is also known as the six degrees of separation.
• Serge Moskovici: Studied social representations. This is the way in which knowledge is reformulated when groups take it over, thus distorting it from its original form. Serge is also known for his studies on the influence of minorities.
• Philip Zimbardo: Best known for conducting the Stanford Prison Experiment. In this experiment he took some students and divided them into two groups – one group of prison guards and the other of prisoners. He then put them into a mock jail in the basement of the university. They reached the conclusion that it was the situation that caused the behavior of the participants and not their own personalities.
• Albert Bandura: Demonstrated that violence in the media encourages aggressive behavior in those that watch it. He conducted an experiment where a model carried out aggressive behavior on a doll, which was then in turn imitated by children. This is known as the Bobo Doll Experiment. Bandura is the also the creator of the Theory of Self-Efficacy.
What Is Social Psychology?

Social psychology is the study of the dynamic relationship between individuals and the people around them. Each of us is different, and our individual characteristics, including our personality traits, desires, motivations, and emotions, have an important impact on our social behavior. But our behavior is also profoundly influenced by the social situation -Thinking of for a moment about how the people with whom we interact every day. These people include our friends and family, our classmates, our religious groups, the people we see on TV or read about or interact with online, as well as people we think about, remember, or even imagine. how our behavior change when we are around those people.
Psychology is the scientific study of how people act, think, and feel. Social psychology studies how people act, think, and feel in the context of society. That is, how people’s behaviors, thoughts, and feelings change because of other people.
Think back to the example above. Your behavior probably changes depending on who is in the room with you. But even when you’re in a room alone, your thoughts, feelings, and even behaviors are influenced by other people: the thought of someone you don’t like could make you feel angry; the fact that you wash your hands before handling food comes from lessons taught to you by your grandmother; that thing that your crush said this afternoon could replay in your mind as you try to analyze it. In all of these cases, society has an impact on you.
According to psychologist, Gordon Allport social psychology is a discipline that uses scientific methods to understand and explain how the thoughts, feelings, and behavior of individuals are influenced by the actual, imagined, or implied presence of other human beings.” Essentially, social psychology is all about understanding how each person’s individual behavior is influenced by the social environment in which that behavior takes place.The terms thoughts, feelings, and behaviors refer to psychological variables that can be measured in humans. The statement that others’ presence may be imagined or implied suggests that humans are malleable to social influences even when alone, such as when watching videos, sitting on the toilet, or quietly appreciating art. In such situations, people can be influenced to follow internalized cultural norm. Social psychologists typically explain human behavior as result of the interaction of mental states and social situations.
Social psychologists examine factors that cause behaviors to unfold in a given way in the presence of others. They study conditions under which certain behavior, actions, and feelings occur. Social psychology is concerned with the way these feelings, thoughts, beliefs, intentions, and goals are cognitively constructed and how these mental representations, in turn, influence our interactions with others.
Social psychology traditionally bridged the gap between psychology and sociology. During the years immediately following Warld War II there was frequent collaboration between psychologists and sociologists.The two disciplines, however, have become increasingly specialized and isolated from each other in recent years, with sociologists focusing on “macro variables” (e.g., social structure) to a much greater extent than psychologists. Nevertheless, sociological approaches psychology remain an important counterpart to psychological research in this area.
In addition to the split between psychology and sociology, there has been a somewhat less pronounced difference in emphasis between American social psychologists and European social psychologists. As a generalization, American researchers traditionally have focused more on the individual, whereas Europeans have paid more attention to group level phenomena.
Social psychology looks at a wide range of social topics, including:

• Group behavior
• Social perception
• Leadership
• Non verbal behavior
• Conformity
• Aggression
. Prejudice

It is important to note that social psychology is not just about looking at social influences, social perception and social interaction are also vital to understanding social behavior. The way that we see other people and the way we think they see us) can play a powerful role in a wide variety of actions and decisions. Just think for a moment about how you sometimes act differently in a public setting than you might if you were at home by yourself. At home you might be loud and rambunctious, while in public you might be much more subdued and reserved.

Topics within social psychology

The themes that social psychology embraces are wide and varied ( Gergen, 1973). By focusing on some of the issues that are its main focus, we can designate its identity social dentity ( Taylor and Moghaddam, 1994) or the degree to which people identify and share characteristics within groups is a factor that social psychology frequently studies . Social identity will often determine how the people will behave. For example, when a person heavily identifies with a group, then their behavior will correspond to the norms and values of that group.
Another classic theme of social psychology is stereotypes (Amossy and Herschberg Pierrot, 2001). Stereotypes are the image we hold of another group. This is usually a simplified and generalized image that seeks to categorize all the members of a specific group. For example, a common stereotype in Europe is that Spaniards are lazy. People who have this stereotype of Spaniards, whenever they happen to interact with one, will think that they are lazy before even getting to know them.

Social Psychology and Other Fields
As you can probably tell, social psychology covers a lot of ground! And because it covers so many different things, social psychology overlaps with many other fields of study.
Anthropology is the study of human culture. Anthropologists study the beliefs and traditions of society. Their focus is on society as a whole, whereas social psychologists want to study the way society affects the thoughts, feelings, and behaviors of individuals.
Think about it like this: Anthropologists might study certain religious traditions, such as the way different Christian churches celebrate Easter. But social psychologists are interested in the individual people’s interaction with society, so they might study how religious people behave differently from non-religious people in certain situations.
Sociology has a lot in common with social psychology. Sociologists, like anthropologists, study society as a whole. But instead of looking at the beliefs and traditions of society, their focus is on organizations and how those organizations impact the individuals within them. Like social psychologists, sociologists are interested in the intersection of society and the individual. But sociologists are more focused on society, and social psychologists are more focused on the individual.
For example, imagine that you want to study why so many marriages end in divorce. If you are a sociologist, you will compile all sorts of data on the number of divorces from year to year. You might then compare that information to things going on in society. For example, you might notice that as the percentage of households where the wife works goes up, so do divorce rates. You might also observe differences in divorce rates across class, race, or religious lines.

How Is Social Psychology Different From Other Disciplines?
It is important to differentiate social psychology from a few similar and related subjects. Social psychology is often confused with folk wisdom, personally psychology and sociology. What makes social psychology different? Unlike folk wisdom, which relies on anecdotal observations and subjective interpretation, social psychology employs scientific methods and the empirical study of social phenomena. Researchers do not just make guesses or assumptions about how people behave; they devise and carry out experiments that help point out relationships between different variables.
While personality psychology focuses on individual traits, characteristics, and thoughts, social psychology is focused on situations. Social psychologists are interested in the impact that the social environment and group interactions have on attitudes and behaviors.
Finally, it is important to distinguish between social psychology and sociology. While there are many similarities between the two, sociology tends to look at social behavior and influences at a very broad-based level. Sociologists are interested in the institutions and cultures that influence how people behave. Psychologists instead focus on situational variables that affect social behavior. While psychology and sociology both study similar topics, they are looking at these questions from different perspectives.
What does social psychology investigate?

Social psychology is the scientific study of how people’s thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others (Allport 1998). By this definition, scientific refers to the empirical method of investigation. As an empirical science that attempts to answer a variety of questions about human behavior by testing hypotheses, both in the laboratory and in the field. Such approach tends to study behavior of people at group level more than anything else. It tries to describe and explain human behavior by reducing it to psychological variables . In this way, social psychology seeks to establish theories about human behavior that help to predict behavior patterns before they occur and then to intervene. Knowing what factors promote certain behaviors, it aims to intervene and change these patterns in some way.
Social psychology aims to study social relationships (Moscovici and Markova, 2006). It is argued that social psychological processes differ from individual psychological processes. Social psychology tries to understand group as well as individual behavior when reacting to or thinking about the social environment.
Research Methods
Laboratory experiments, often using volunteer students as subjects, omit many features of daily social life. Such experiments also have been criticized as being subject to bias, since the experimenters themselves may influence the results. Research workers who are concerned more with realistic settings than with rigour tend to leave the laboratory to perform field studies, as do those who come from sociological traditions. Field research, however, also can be experimental, and the effectiveness of each approach may be enhanced by the use of the methods of the other.
Many colleges and universities have a social-psychology laboratory equipped with observation rooms permitting one-way vision of subjects. Sound and video recorders and other devices record ongoing social interaction; computing equipment and other paraphernalia may be employed for specific studies. Social behavior is understood to be the product of innate biological factors resulting from evolution and of cultural factors that have emerged in the course of history. Early writers (e.g., William McDougall, a psychologist) emphasized instinctive roots of social behavior. Later research and writing that tended to stress learning theory emphasized the influence of environmental factors in social behaviour. In the 1960s and ’70s field studies of nonhuman primates (such as baboons) drew attention to a number of similarities to human social behaviour, while research in cultural anthropology has shown that many features of human social behavior are the same regardless of the culture studied. It is coming to be a widely accepted view that human social behavior seems to have a biological basis and to reflect the operation of evolution as in the case of patterns of emotional expression and other nonverbal communication, the structure of language, and aspects of group behaviour.
Much research has been done on socialization (the process of learning from a culture), and learning has been found to interact with innate factors. An innate capacity for language, for example, makes it possible to learn a local language. Culture consists of patterns of behaviour and ways of organizing experience; it develops over the course of history as new elements are introduced from a variety of sources, only some of which are retained. Many aspects of social behaviour can be partly accounted for in terms of their history.
Like Sventsitsky said there is various methods of research in which methods of gathering of the information and methods of its processing in turn differ are analyzed. There are and many other classifications of methods of socially-psychological research. For example, distinguish three groups of methods: 1) methods of empirical research, 2) methods of modeling, 3) управленческо-educational methods (Sventsitsky, 1977. With. 8). Thus in the first group about what speech and in the present chapter will go get all. As if to the second and third groups of the methods designated in resulted classification they do not possess any special specificity in social psychology (that recognize, at least concerning modelling, and authors of classification). Methods of data processing often simply are not allocated in the special block as the majority of them also are not specific to socially-psychological research, and use some general scientific receptions. It is possible to agree with it, but nevertheless for full representation about all methodical arms of social psychology it is necessary to mention existence of this second group of methods.
Among methods of gathering of the information it is necessary to name: supervision, studying of documents (in particular, a content-analysis), a different sort interrogations (questionnaires, interview), a various sort tests (including the most widespread sotsiometrichesky the test), at last, experiment (both laboratory, and natural) whether verged is expedient in the general rate, moreover and in its beginning in detail to characterize each of these methods. It is more logical to specify cases of their application at a statement of separate substantial problems of social psychology then such statement will be much more clear. Now it is necessary to give only the general characteristic of each method and, the main thing to designate those moments where in their application there are certain difficulties. In most cases these methods are identical to that are applied in sociology (Poisons, 1995).
Structural Social Psychology

Structural social psychology originated with the work of economists, psychologists, and sociologists interested in explaining social interactions more formally and mathematically with the goal of creating testable hypotheses. Structural social psychology assumes that social actors are driven by rational concerns centered on maximizing rewards and minimizing punishments. Another related assumption is that interactions based on rational calculations result in formally structured individual, group, and institutional interactions. This approach is related to cognitive and intrapersonal social psychology in the focus on developing formal theories to explain interactions and creating specific hypotheses for testing in experimental situations. More contemporary work in structural social psychology uses more diverse methods such as survey research and participant observation techniques. There are three main theoretical programs that represent this approach: power, exchange, and bargaining studies; social influence and authority studies; and status characteristics, expectation states theory, and social network studies. Each set of studies focuses on different aspects of describing and explaining the underlying structure of social interactions.
Power, exchange, and bargaining studies explore how social interactions can be described as exchanges between social actors with the assumption that individuals rationally calculate the costs and benefits associated with any particular interaction. Exchange studies began with the work of George Homans, Richard Emerson, and Peter Blau. Homans argued that interactions can be better understood as exchanges whereby actors engaged in interactions that brought specific benefits. His work also explored how the need for such exchanges leads to equilibrium between actor and the idea of distributive justice. Blau further specified this work by focusing on the social aspects of such exchanges in terms of how they rely on trust between actors that each person will fulfill his or her unspecified obligations. While Homans, Blau, and others discussed that power arises out of exchanges and that power is not necessarily equally distributed among actors, Emerson and his colleagues specifically explored the development of power, how it is managed by actors, and how power differentiation affects the possibility of future exchanges. More contemporary work building on these ideas is bargain ing studies, which specifies how different types of power differentiation affect the bargaining that then leads to actual exchanges. Lawler and colleagues explored the type of bargaining that occurs prior to exchanges, as well as how differing levels of power among participants affect such bargaining. Molm and her colleagues examined how exchanges varied based on inequality of participants and the availability of other sources and actors.
The second set of studies that can be categorized under the structural social psychology perspective focuses on social influence and authority. The underlying theme of these studies is that there are several factors that encourage people to be influenced by others, including the status or position others hold in comparison to themselves and group encouragement of conformity. The classic studies in social influence include Stanley Milgram’s research that examined the effect an authority figure in a position of power has on individual compliance. Milgram found that individuals overwhelmingly obeyed requests to complete a task that ostensibly required hurting another person. Seymour Asch’s studies of group conformity demonstrated that individuals willingly change their answer or opinion when a majority in the group indicates a different answer or opinion. Contemporary ideas build on this base by examining the varying conditions under which compliance to authority occurs, and to what degree others can influence attitude change.
Status characteristics, expectation states, and social network studies examine how social interactions are based on socially and culturally derived expectations for behavior that people have of one another. These socially and culturally derived expectations are associated with assumed predictions concerning how success fully any individual will contribute to an exchange, or interaction, process. These predictions then determine which individuals are likely to be given the most opportunities for interaction and influence in a group. Originating with the work of Berger, Zelditch, and associates, status characteristics theory explicitly identifies two main types of social characteristics that have expectations for behavior associated with them – diffuse (such as race, gender, class, and ableness) and specific status characteristics (such as job experience, education, and relevant skills) – and it is usually associated with groups working toward achieving specific goals. Expectation states theory argues that those people who hold diffuse and specific status characteristics evaluated as more likely to successfully contribute to achieving group goals will be given a greater number of opportunities for interaction as well as greater social influence among other group members. More to the point, theorists argue, and have successfully demonstrated, that specific and stable hierarchical group structures develop based on these expectations. Contemporary work in this area includes specifying the degree to which different status characteristics affect expectations as well as how such expectations develop and whether actors perceive that such expectations are just. Social network theory and elementary theory build on the ideas of these different approaches in structural social psychology by specifically examining how an actor’s position, relative to another, affects social influence processes as well as the stability of group structure. The underlying assumption of social network theory is that social influence, power, and bargaining are all affected by the way in which actors are networked to one another. Markovsky, Willer, Cook, and their students and associates examine different aspects of how actors are connected to one another and how that affects other social processes.
As the above discussion indicates, the three theoretical approaches in social psychology all examine different aspects of individuals, their interactions, and how their interactions affect groups. Cognitive and intrapersonal social psychology focuses on internal processes that impact whether, and how successfully, interactions occur among people. The insights provided by this perspective help to explain how actors create meanings concerning interactions that then lead to the creation and maintenance of specific social institutions and organizations, as discussed by symbolic interactionists. Finally, structural social psychologists examine how the fluid interactions of symbolic life create formal group structures that then impact on people’s interactions.

CONCLUSION

In our study we see that the Social psychologists believe that human behavior is determined by both a person’s characteristics and the social situation. We saw also that the social situation is frequently a stronger influence on behavior than are a person’s characteristics.
Social psychology is largely the study of the social situation. Our social situations create social influence—the process through which other people change our thoughts, feelings, and behaviors and through which we change theirs. In this study we see also our father of new social psychology, Kurt Lewin formalizing the joint influence of person variables and situational variables, which is known as the person-situation interaction, in an important equation:
Behavior = f (person, social situation).
Lewin’s equation indicates that the behavior of a given person at any given time is a function of (depends on) both the characteristics of the person and the influence of the social situation.
We see also the emergence of the American paradigm of social psychology which is different of European paradigm of social psychology. As a generalization, American researchers traditionally have focused more on the individual, whereas Europeans have paid more attention to group level phenomena.
Finally this study does not aim to cover the whole area of social psychology but to leave some basic information such as its history, definitions, methodologies, investigations and the research methods, etc.
I would like to close my conclusion with word of Lieberman, 2010 “We cannot predict where social psychology will be directed in the future, but we have no doubt that it will still be alive and vibrant”.

Bibliographies

Books

Maia, Nelly Aleotti, Psicologia Social, Ensino Programado, Petrópolis 1977.

Fischer, Gustave Nicolas, Os Conceitos Fundamentais da Psicologia Social, Epigénese Desenvolvimento e Psicologia, Instituto PIAGET, Tipografias Peres, 2002.
Vala Jorge and Monteiro Maria Benedita,Psicologia Social, 3* edição, Serviço de Educação Fundação CalousteGulbenkian, Lisboa 1997.

Hadj Taieb Patricia, Psychologies Sociale, Cours pour la validation des crédits licence fondamentale em Education Physique, 2006

Sites

https://opentextbc.ca/socialpsychology/chapter/defining-social-psychology-history-and-principles/ Essay on Social Psychology

https://www.verywellmind.com/social-psychology-4157177

https://exploringyourmind.com/social-psychology-important/

https://study.com/academy/lesson/what-is-social-psychology-definition-professions-in-the-field.html

1.1 Defining Social Psychology: History and Principles

https://www.britannica.com/science/social-psychology

Social Psychology Theories

By Kendra Cherry
Updated August 26, 2019
https://www.verywellmind.com/things-you-should-know-about-social-psychology-2795903

https://www.bartleby.com/essay/Social-Psychology-PKGZ4LZTJ

https://sites.google.com/site/socialpsychologyjournal/methodological-problems

https://www.essay.ws/social-psychology-essay/0

https://www.verywellmind.com/social-psychology-research-methods-2795902

Gender Equality

1. Why is UNESCO’s goal Gender Equality ? The Bible says, “?..All things are possible to him that believeth.» I believe that nothing is achieved without effort. When it comes to such a sensitive issue as gender equality, a lot of effort is needed from everyone and especially from a world organization like UNESCO. UNESCO’s goal for gender equality is a legitimate desire, since gender equality is nothing less than – equal rights between men and women – a fundamental human right, an essential element for the construction of justice. social and economic necessity. It is also an essential factor in achieving all internationally agreed development goals as well as a goal in itself. To achieve this proposed target UNESCO through statistical has shown that women are more than two thirds of the 796 million adults worldwide who lack basic literacy skills. Women make up less than 30% of the world’s researchers. In addition, women journalists are more subject to attacks, threats or physical, verbal or digital violence than men in the same profession. UNESCO believes that all forms of discrimination between men and women are violations of human rights, as well as a significant barrier to achieving gender equality and empowering all women and girls. UNESCO has challenged all women and men to take equal opportunities, choices, capacities, powers and knowledge as equal citizens. Training girls, boys, women and men with the knowledge, values, attitudes and skills to combat gender disparities is a precondition for building a sustainable future for all. According to the studies done, we can say that UNESCO has done everything in its power to achieve the goal of gender equality. UNESCO has contributed in an original and holistic way to create an enabling environment for gender equality through coordinated actions in its five mandate areas: • In Education, the Organization addresses gender disparities and promotes equality across the education system by participating in education (access), education (content, contexts and practices, delivery and assessments) and education (outcomes). learning, life and work opportunities). • In Natural Sciences, UNESCO works to provide robust role models for women, builds their capacities and supports the creation and dissemination of knowledge that contributes to the advancement of equitable and sustainable development. • In Humanities and Social Sciences, the Organization encourages ideas concerning the inclusion of gender equality in social inclusion and transformation policies. In its youth activities, UNESCO places special emphasis on the needs, expectations and aspirations of women in disadvantaged conditions. It also builds the capacities of men and boys to become strong advocates of gender equality. • Ensuring that women and men equally enjoy the rights to access to culture, as well as participate in and contribute to cultural life, is a guiding principle for UNESCO’s work in the area of Culture. International Cultural Conventions promote the inclusion of all community members in their implementation at the international, national and local levels by encouraging women and men to benefit equally from cultural heritage and creativity. UNESCO’s mandate in the area of Communication and Information shows unique initiatives to empower women and girls in the media development in promoting open educational resources (OER) policies. UNESCO has worked in all its mandate areas to promote equal opportunities for men and women, as well as women’s rights and empowerment; This equality has been one of the Organization’s two global priorities since 2008. UNESCO’s global priority for gender equality is implemented through results-based action both among its secretariat and between its Member States and a wide range of partners. By identifying gender equality as a priority for the Organization, UNESCO is committed to making positive and lasting contributions to women’s empowerment around the world. This struggle is decades old, practically started in 1945, through the United Nations Charter thus making it the first international agreement to affirm the principle of equality between women and men. The UN celebrated its first official International Women’s Day on March 8, during the International Women’s Year, 1975. Two years later, in December 1977, the General Assembly adopted the resolution proclaiming the United Nations Day for Women. Women’s Rights and International Peace, observed on any day of the year by Member States in accordance with their historical and national traditions. In 1993, the United Nations General Assembly adopted Resolution 48/104 for the elimination of violence against women, which defines such violence as “any act of gender-based violence that results in or is likely to result in danger or physical, sexual or psychological distress for women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether in public or in private life. ” As a consequence, in consolidating this decision in 1999, the General Assembly proclaimed November 25 as the International Day for the Elimination of Violence Against Women. Violence against women is an obstacle to building inclusive and sustainable societies, and for this reason UNESCO emphasizes gender equality and non-violence. A society cannot prosper if half of its population lives in fear of aggression. Observing this Day symbolizes the mobilization to combat violence against women and reminds us that they must be at the center of the shift to a culture of peace. • Official website for this International Day • Message from UNESCO Director-General for this International Day (2018) The United Nations has played a key role in promoting the situation and rights of women around the world. This contribution takes many forms, from promoting debate to negotiating legally binding instruments. The creation of spaces for dialogue has increased the visibility of the theme and the awareness of the situation of discrimination and inferiority in women in various spheres of social life, in almost all countries. Negotiating international commitments and agreements, such as the Convention on the Elimination of All Forms of Discrimination against Women, has been a direct focus of legislation and public policy in member countries. World conferences on women were unquestionable milestones in this process. The Fourth United Nations Conference on Women, held in Beijing in September 1995, was undoubtedly the largest and most important of them: the number of participants it gathered, the conceptual and programmatic advances it provided, and the continuing influence to have in promoting the situation of women. Titled “Action for Equality, Development and Peace”, the Beijing Conference started from an assessment of progress made since previous conferences (Nairobi 1985; Copenhagen 1980; and Mexico 1975) and an analysis of the obstacles to overcome so that women can fully exercise their rights and achieve their integral development as people. Twelve areas of priority concern were identified, namely: the growing proportion of women in poverty (a phenomenon that has come to be known as the feminization of poverty); inequality in access to education and training; inequality in access to health services; violence against women; the effects of armed conflict on women; inequality in terms of participation in economic structures, productive activities and access to resources; inequality in relation to participation in political power and decision-making bodies; the lack of institutional mechanisms to promote women’s advancement; deficiencies in the promotion and protection of women’s rights; stereotyped treatment of issues related to women in the media and unequal access to these media; unequal participation in decisions about natural resource management and environmental protection; and the need for protection and promotion geared specifically to the rights of the girl. To increase the effectiveness of the Global Gender Equality Priority, the Executive Council mandated the optimization of gender performance indicators and established a budget monitoring system from the present moment through 2018. The aim is to consolidate the efforts of Member States and the agency to promote girls and women education. UNESCO has different initiatives to encourage the female public to occupy leading positions in science, technology, engineering, the arts, design and mathematics.

2. How would you describe the current state of gender equality in the world?
I believe there has been a lot of progress in this area, although there is still a long way to go, we can say that there is already a little light at the bottom of the tunnel. Although female participation gains more space in society at large, inequality between men and women remains high around the world. According to data presented by the World Economic Forum in the 2016 Global Gender Inequality Report, which analyzes 95 countries, it may still take 170 years for gender pay parity to occur in practice. This, despite the fact that women already attend university in numbers equal to or greater than men. Unfortunately there are still many prejudices against female leadership, which is so deeply rooted in many cultures that most people feel embarrassed about taking steps to eradicate it from their workplace, such as hiring, promoting, mentoring and supporting them to women. There are still men who think women are not prepared to be leaders. There are countries that have failed to combat gender inequality. These studies state that no country in the world should meet UN goals for gender equality by 2030. In all, 2.8 billion women live in nations that do little to improve their lives. A study released on (03/06) revealed that all countries in the world are far from meeting global gender equality goals by 2030, set by an international agreement signed by several world leaders in 2015. Four years ago, the UN Sustainable Development Goals (SDG) initiative, designed to promote global efforts to combat poverty and inequality, set goals for improving the living conditions of billions of girls and women across the world the world. There is another new study that assessed 129 countries on dozens of SDG goals such as education, health, work and violence, revealed the lack of initiatives by governments around the world to achieve gender equality. The index scores countries from 0 to 100 – with 100 meaning that gender equality has been achieved – taking into account 51 objectives out of 14 SDG goals. These goals specifically address gender equality or issues that disproportionately affect girls and women, such as their access to the internet or safe water sources. Only 21 countries had indexes above 80. At the top of the ranking are Denmark (89.3), Finland (88.8) and Sweden (88.0). On the other hand, the largest inequalities were recorded in Congo (44.0), Democratic Republic of Congo (38.2) and Chad (33.4). Nearly 40% (1.4 billion) of women and girls around the world live in countries rated as “very poor,” and another 1.4 billion in countries categorized as “poor.” That is, 2.8 billion reside in nations that do not do enough to improve their lives. Countries such as Georgia (72.8), Vietnam (67.2) and Malawi (51.8) had higher than expected indices, taking into account their per capita Gross Domestic Product (GDP) relative to others, such as the United States (77.6), Switzerland (85.0) and South Korea (72.6). Senegal (52.2) is the country with the highest proportion of women in the national parliament (42%), surpassing Denmark (37%). Another striking mark was registered in Kenya (55.1), where three out of four women use digital banking, a proportion higher than in many rich countries. Given these facts we can say that there is still a long way to go, but there is still hope for all that. Advances have been greater than setbacks so one cannot give up.
The Portuguese used to say: “soft water hits the hard stone, hits it, hits it until it pierces”. The better days are coming.
https://www.dw.com/en-US/pa%C3%ADses-fracassam-no-combate-à-gender-equality/a-49027732

3. What changes need to happen to achieve gender equality?
I believe the first thing to do is change the mindset. As Kart Lewin said , “There is no better theory than good practice.” It is not enough to preach to the four winds, we need all of us direct or indirect actors to look at gender equality as natural, without any prejudice, homophobia or taboos. In order for change to take place, it is necessary for either private or governmental institutions or individuals to do everything to promote gender equality. Someone has said: The success of policies and measures to support or enhance the promotion of gender equality and the improvement of women’s status should be based on mainstreaming a gender perspective into general policies related to all spheres. as well as the implementation, at all levels, of actions with institutional support and adequate funding. It is the unanimous opinion that, The Fourth World Conference on Women in Beijing in 1995 undoubtedly marked the international political agenda on gender equality. It produced an exhaustive document outlining the broad strategic objectives and related measures that have guided governments in implementing policies to promote gender equality. The objectives are divided into seven major areas: Women and poverty
• Review, adopt and maintain macroeconomic policies and development strategies that address women’s needs and support their efforts to overcome poverty.
• Review legislation and administrative process to ensure women equal rights and access to economic resources.
• Provide women with access to savings and credit mechanisms and institutions • Develop gender-based methodologies and conduct research on poverty feminization Women’s education and training
• Ensure equal access to education
• Eliminate illiteracy among women
• Increase women’s access to vocational training, science and technology and continuing education
• Develop non-discriminatory education and training
• Allocate sufficient resources for the implementation and monitoring of educational reforms.
• Promote lifelong education and training Women and health
• Increasing women’s access throughout their life cycle to adequate, accessible and good quality information, care and health services.
• Strengthen prevention programs that promote women’s health
• Develop gender-sensitive initiatives to address sexually transmitted diseases, HIV / AIDS, and sexual and reproductive health issues.
• Promote research and disseminate information on women’s health
• Increase resources and keep up with women’s health developments Violence against women
• Take integrated measures to prevent and eliminate violence against women • Study the causes and consequences of violence against women and the effectiveness of preventive measures.
• Eliminate trafficking in women and assist women victims of violence through prostitution and trafficking Women and armed conflict
• Increase women’s participation in conflict resolution at decision-making levels and protect women living in conflict, armed or otherwise, or under foreign occupation
• Reduce excessive military spending and limit the availability of weapons.
• Promote non-violent forms of conflict resolution and reduce the incidence of human rights violations in conflict situations.
• Promote women’s contribution to the creation of a culture of peace
• Provide protection, assistance and training for refugee women and other displaced persons in need of international protection within their own country.
• Provide assistance to women from non-autonomous colonies and territories Women and economy
• Promote women’s independence and economic rights, including access to employment, adequate working conditions and control of economic resources.
• Facilitate women’s equal access to resources, employment, markets and trade • Provide business services, training and access to markets, information and technology, particularly for low-income women.
• Strengthen women’s economic capacity and commercial networks
• Eliminate occupational segregation and all forms of employment discrimination • Foster harmonization of women and men’s responsibilities with regard to work and family Women in power and decision making
• Adopt measures that guarantee women equal access and full participation in power and decision-making structures.
• Increase women’s participation in decision making and leadership
• Create or strengthen national mechanisms and other government agencies • Integrate the gender perspective into official legislation, policies, programs and projects.
• Produce and disseminate sex-disaggregated data and information for planning and evaluation.
• Increase women’s participation in conflict resolution at decision-making levels and protect women living in conflict, armed or otherwise, or under foreign occupation
• Reduce excessive military spending and limit the availability of weapons. • Promote non-violent forms of conflict resolution and reduce the incidence of human rights violations in conflict situations.
• Promote women’s contribution to the creation of a culture of peace
• Provide protection, assistance and training for refugee women and other displaced persons in need of international protection within their own country.
• Provide assistance to women from non-autonomous colonies and territories According to Virginia Ferreira, the globalization of gender equality policies from social reformism to state reformism Equality, along with freedom, is one of the most prominent values in Western societies. The terms of their substantiation are, however, wrapped in endless controversy. In the case of equality between women and men, the discussion remains strongly marked by the diverse conceptualizations of biological differences. The debate over social equality versus natural difference between women and men is thus the background against which the search for gender equality policies is underway. There are many ambiguities and many paradoxes that have accompanied the evolution of these policies in today’s Western societies. Some analysts are reporting progress in the labor market situation and women’s living conditions and autonomy, while others highlight the limited nature of these advances and emphasize uncertainties about their future. There are also those who support the existence of policies to promote such equality, and those who believe that it will naturally be achieved by social evolution and changing mindsets, inevitably associated with the substitution of generations. There are those who think that much has already been walked and that more is not possible in view of the limitations that motherhood imposes on women.

4. Do you think it is possible to achieve gender equality around the world ? Why or why not?
Nothing is impossible for the believer. It may not be in my day, but the day will come when men will realize that it makes no sense to make gender discrimination or any other characteristics. I don’t know if the goal of UNESCO for gender equality for a more sustainable world by 2030 will be possible. Because achieving gender equality and empowering all women and girls is one of the 17 Sustainable Development Goals (SDGs), which form a set of goals to be met by 2030 by the 193 United Nations (UN) countries. Despite being a specific objective on the world agenda, gender equality is a cross-cutting issue that is not restricted to women. This goal, in my view, will be very difficult to achieve by 2023, as we see that many countries are signing agreements on this subject but continue to do the same as they always did. The question that can only be asked is why governments make commitments in international fora that do not respect, or do not with equal commitment, internally. In other words, what kind of pressures do international bodies respond to in adopting these programs to promote sexual equality, or what kind of logic dominates international relations that push governments to accept unwanted or only tolerated commitments? The SDG indicators will serve to give international comparability to these issues, but there are reports that already allow some comparison, such as those produced by the World Economic Forum and the United Nations Development Program (UNDP). They show that the challenges faced in achieving gender equality are repeated across countries, even at different levels.
“Gender issues are not specific to this or that country. According to Ana Carolina Querino“ There is no country that can boast of achieving full equality ”(Ana Carolina Program Manager and UN Women’s Interim Representative in Brazil) I completely agree with Mrs. Dona Barbara when she says: “[Gender equality] is good for everyone, because everyone grows.” She leaves this question for reflection of all of us. “Why do you want the other to not have the same choice and opportunity as you?” Studies show that there will be a failure to combat gender inequality, stating that “no country in the world should meet UN targets for gender equality by 2030. In all, 2.8 billion women live in nations that make little to improve their lives. A recently released study reveals that all countries in the world are far from meeting global gender equality goals by 2030, set by an international agreement signed by several world leaders in 2015. Four years ago, the UN Sustainable Development Goals (SDG) initiative, designed to promote global efforts to combat poverty and inequality, set goals for improving the living conditions of billions of girls and women across the world. the world. The new study, which assessed 129 countries on dozens of SDG goals such as education, health, work and violence, revealed the lack of government initiatives around the world to achieve gender equality. The index scores countries from 0 to 100 – with 100 meaning that gender equality has been achieved – taking into account 51 objectives out of 14 SDG goals. These goals specifically address gender equality or issues that disproportionately affect girls and women, such as their access to the internet or safe water sources. Only 21 countries had indexes above 80. At the top of the ranking are Denmark (89.3), Finland (88.8) and Sweden (88.0). On the other hand, the greatest inequalities were Congo (44.0), Democratic Republic of Congo (38.2) and Chad (33.4). Nearly 40% (1.4 billion) of women and girls around the world live in countries rated as “very poor,” and another 1.4 billion in countries categorized as “poor.” That is, 2.8 billion reside in nations that do not do enough to improve their lives. Countries such as Georgia (72.8), Vietnam (67.2) and Malawi (51.8) had higher than expected indices, taking into account their per capita Gross Domestic Product (GDP) relative to others, such as the United States (77.6), Switzerland (85.0) and South Korea (72.6). Senegal (52.2) is the country with the highest proportion of women in the national parliament (42%), surpassing Denmark (37%). Another striking mark was registered in Kenya (55.1), where three out of four women use digital banking, a proportion higher than in many rich countries.

https://www.dw.com/en-US/pa%C3%ADses-fracassam-no-combate-à-gender-equality/a-49027732

5. How can education lead to a world with gender equality ?
We can say that education will help raise people’s awareness of the importance of gender equality for the development of a more egalitarian and democratic society, must be present from the earliest years of the child’s life. The Portuguese saying says: small is that the cucumber is twisted“ “School can be a space where children can learn very early to respect each other, to feel that male or female has the same right. This requires that all children of all kinds have access to education as a fundamental right. According to the Universal Declaration of Human Rights of 1948, it states in its article 26 that it clearly states that “all persons have the right to education and that it must be free of charge and compulsory, at least in the period concerning elementary and elementary education. Moreover, education must be directed towards the full development of the human personality and the strengthening of respect for human rights and fundamental freedoms. The Convention on the Elimination of All Forms of Discrimination against Women (United Nations General Assembly, 1979), which entered into force in 1981, provides in its article 10 that governments should take measures to eliminate discrimination against women. ensuring that they have access to education on an equal basis with men. Thanks to all these efforts we see that Gender disparities in access to education have narrowed but remain high at tertiary level and in some developing regions. Girls’ enrollment rates in primary and secondary education have increased considerably in recent years. However, the 2005 target has not been met and major challenges remain, with major disparities in primary education in Oceania, Sub-Saharan Africa and West Asia. Access to higher education remains very especially in sub-Saharan Africa and South Asia. Continuing to answer our question we can say that Education has and will play a very important role in addressing gender in school. When it is proposed to address gender equality in school, an educational system that is inclusive and active in combating inequalities, avoiding its reproduction, is being proposed. Homophobia and machismo, as well as racism and other forms of prejudice, lead some students to experience school as a torturous space, which often results in evasion. I think especially of adolescence and youth, when issues of identity are emerging strongly. In addressing the importance of addressing gender in school, we are talking about a school that includes, welcomes, and teaches to include and welcome. It is a demand that concerns the construction of equality and the visibility of diversity, not to reproduce inequalities. The school can work to overcome the fight against machismo, homophobia and transphobia, as well as other forms of inequality and violence. Or you can just perpetuate them. According to Vanessa Correia: Gender emphasizes the socially constructed dimension of individual identities and relationships between men and women. It is a concept (not an ideology) that has helped us understand that the body, the pure and simple biological data, does not give rise to an essence, a founding experience of a female or male nature. Gender roles and relationships are the result of a learning process that begins at birth and continues throughout life, through institutions and their discourses, which determine what is a man’s role and what is a woman’s. School is not the only institution that participates in this learning process, but it is one of the most important, especially in adolescence. 1. Gender inequality should guide classroom debates The key is to encourage conversation on the topic whenever possible. If the subject is dealt with in the classroom, there is room for debate and reflection. I believe it is also important to show that students can have a voice and feel comfortable asking questions and learning. 2. Explain what feminism is Context is always an interesting outlet to motivate the debate. For example, dedicating a history class to learning the origins of Women’s Day, understanding the role and treatment of women in different countries. This makes the inclusion of the theme more natural, more palatable. 3. Demystify stereotypes and prejudices Myths such as boys are better at math than girls, for example, still persist in training young people. Therefore, it is essential to value women’s presence and performance in the classroom, to encourage girls to participate in Olympics, tournaments or focused study groups. It’s definitely something that needs to be worked on in the long run to transform girls’ self-esteem as well.

GENDER EDUCATION AND EQUITY EDUCATION AND GENDER EQUALITY Light edson knippel PhD and Master in Social Relations Law (Criminal Procedural Law) http://revistathemis.tjce.jus.br/index.php/THEMIS/article/download/569/538 https://emais.estadao.com.br/blogs/bruna-ribeiro/igualdade-genero-escolas/ https://www.cartacapital.com.br/educacaoreportagens/como-work-a-equality-de-genero-na-escola/

6. What teaching objectives, principles and teaching techniques are used in education to improve Gender Equality around the world?
According to UNESCO, the vision is to transform lives through education by recognizing its important role as the main driver for the development and achievement of other proposed SDGs which says: We urgently commit ourselves to a unique and renewed education agenda be holistic, bold and ambitious, leave no one behind. This new vision is fully captured by the SDG “Ensuring quality inclusive and equitable education and promoting lifelong learning opportunities for all” and their corresponding goals. With this transformative and universal vision, one sees the “unfinished issues” of the education-related EFA and MDG agenda, and also addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; in social justice; in inclusion; in protection; in cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and the basis for ensuring the realization of other rights. It is essential for peace, tolerance, human achievement and sustainable development. We recognize education as a key element in achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, as well as quality and learning outcomes in the context of a lifelong learning approach. Driven by our significant achievements in expanding access to education over the past 15 years, we will ensure the provision of free, equitable, quality, publicly funded primary and secondary education for 12 years, of which at least 9 years of compulsory education, obtaining thus relevant learning outcomes. We also encourage the provision of at least one year of quality, free and compulsory pre-primary education, and that all children have access to quality early childhood education, care and development. In addition, we commit to providing educational opportunities and training for the large number of out-of-school children and adolescents who need immediate, targeted and lasting action to ensure that all children are in school and learning inclusion and equity in and through education is the foundation of We are committed to addressing all forms of exclusion and marginalization, as well as disparities and inequalities in access, participation and learning outcomes. No education goal should be considered fulfilled unless it has been achieved by all. Therefore, we commit to making necessary changes in education policies and to focus our efforts on the most disadvantaged, especially those with disabilities, to ensure that no one is left behind. We recognize the importance of gender equality in achieving the right to education for all. Accordingly, we are committed to supporting gender-sensitive policies, planning and learning environments; incorporating gender issues into teacher education and curriculum; and eliminating gender discrimination and violence from schools. We are committed to quality education and improved learning outcomes, which requires strengthening inputs and processes, as well as evaluating learning outcomes and mechanisms for measuring progress. We will ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported by well-resourced, efficient and effectively directed systems. Quality education promotes creativity and knowledge and also ensures the acquisition of basic literacy and math skills as well as analytical and problem solving skills, high cognitive skills and interpersonal and social skills. In addition, it develops skills, values and attitudes that enable citizens to lead healthy and full lives, make informed decisions and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (ECG). ). In this regard, we strongly support the implementation of the Global Action Program on ESD, launched at the UNESCO World Conference in Aichi-Nagoya in 2014. We also stress the the importance of human rights education and training in achieving the post-2015 sustainable development agenda. We are committed to providing quality opportunities for lifelong education for all, in all contexts and at all levels of education. This includes equitable and broader access to quality education and technical and vocational training, as well as higher education and research, with due regard to quality assurance. In addition, it is important to offer flexible learning pathways as well as the recognition, validation and certification of knowledge, skills and competences acquired through both formal and informal education. We are also committed to ensuring that all young people and adults, especially girls and women, achieve relevant and recognized levels of basic literacy and math proficiency, acquire life skills and have learning opportunities. , education and training in adulthood. We also strive to strengthen science, technology and innovation. Information and communication technologies (ICT) should be harnessed to strengthen education systems, knowledge dissemination, access to information, quality and effective learning and more efficient service delivery. In addition, we note with concern that, today, a large proportion of the world’s out-of-school population lives in conflict-affected areas; We also note that crises, violence and attacks on educational institutions, as well as natural disasters and pandemics, continue to undermine education and development worldwide. We commit to developing more inclusive, responsive and resilient education systems to address the needs of children, youth and adults in these contexts, including internally displaced persons and refugees. We highlight the need for education to be delivered in healthy, welcoming and safe learning environments free from violence. We recommend a satisfactory crisis response, ranging from emergency response to recovery and reconstruction; better coordination of national, regional and global responses; and capacity building for broad risk mitigation and mitigation to ensure that education is maintained in conflict, emergency, post-conflict and in the early stages of recovery.

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7. How can education improve in your community so that the next generation has the tools and mindset to improve gender equality?
According to Rui Pinto’s Portuguese Declaration on the field of equality in education, there is no kind of inequality in any country in the world in access to quality education and education between men and women. This may seem almost abstruse in a country like Portugal, but in many countries on the planet there are still deep divergences in access to education. We also emphasize in the proposal access to health education, sexuality education and family planning education. Beyond education in general, we focus on aspects that have a lot to do with the position of men and women, but specifically of women in modern society. Therefore, aspects related to sex education, family planning, contraception. We do not impose any model of society, we open the spirit to the need to openly discuss these issues. ” We also see that UNESCO has contributed in an original and holistic way to creating an enabling environment for gender equality through coordinated action in its five mandate areas, and education is one of those areas. Education, the Organization addresses gender disparities and promotes equality across the education system by participating in education (access), education (content, contexts and practices, delivery and assessment) and through education (learning outcomes). , life and work opportunities). It has been said that: “Education is a torch that can help guide and illuminate their lives. It is the recognized responsibility of all governments to ensure that everyone has the opportunity to benefit from education. Moreover, it is in the fundamental interest of society that this should happen – progress coupled with economic and social development requires it. ” The long-term goal of achieving gender equality at all educational levels. The report shows that while many countries are unlikely to be able to meet the 2005 target, this can change rapidly if the necessary policy changes are made.
However, achieving equality at all levels of education represents a greater challenge. It is more than obvious that Gender equality – equal rights between men and women – is a fundamental human right, an essential element for the construction of social justice and an economic necessity. It is an essential factor in achieving all internationally agreed development goals as well as a goal in itself. According to statistical data, women are more than two thirds of the 796 million adults worldwide who lack basic literacy skills. Women make up less than 30% of the world’s researchers. In addition, women journalists are more subject to attacks, threats or physical, verbal or digital violence than men in the same profession. UNESCO believes that all forms of discrimination between men and women are violations of human rights, as well as a significant barrier to achieving gender equality and empowering all women and girls. Our message is clear: women and men should take equal opportunities, choices, capacities, powers and knowledge as equal citizens. Training girls, boys, women and men with the knowledge, values, attitudes and skills to combat gender disparities is a precondition for building a sustainable future for all. According to the UNESCO Gender Report, only 44% of countries have fully committed to international treaties on gender parity in education. The survey also states that 34% of nations did not achieve equality in the first four years of elementary school. In recent years at this educational level, the rate has risen to 55%. In high school, 75%. Research shows that gender inequality not only manifests differently across subjects, it goes beyond school walls. The problem also impairs access to health, sanitation and leadership positions in society. The 2018 Gender Report is part of a series that began in 2011 and reviews the gender issue from the data produced annually by the UNESCO Global Education Monitoring Report.
Following the theme of the latest GEM, which addresses accountability for improving education, thematic research argues that everyone – from governments to teachers, from communities to families – has a role to play in eliminating inequalities between boys and girls. The Report was produced with support from UNGEI (United Nations Girls’ Education Initiative) and assesses the causes of the slow progress towards gender equality in education. Charging laws and policies to reverse the current scenario, the study recalls countries’ commitments to three international treaties: the Convention on the Elimination of All Forms of Discrimination against Women, the Convention against Discrimination in Education, and the International Covenant on Economic Rights. , Social and Cultural.
In my personal experience regarding gender I have lived in countries where this cunning is almost taboo, little is spoken and when speaking the information does not reach the most deprived population. I lived in a country as a missionary and leader of a religious institution, I remember one of the pastoral meetings talking about it, and I saw in the face of some present a great dissatisfaction masked in accepting that the wives set the table next to their husbands. In this country culture and tradition say that a wife should only eat after her husband, and after the children. In other meetings I saw that some husbands from the rural area brought their wives to the meeting and the table, but those from the urban area were reluctant to accept that the wives set the table, claiming that it was not right what I was demanding, because Its culture since ancient times was how it was done. I was curious to hear some women what they thought of my decision, some of them were against it because it offended their habits and went against the traditions of their country.
I have tried to help men understand that any tradition or culture of a people or a country that discriminates against gender is against the Holy Scriptures that it says in the book of Acts 10:34. “Then Peter said,” I truly recognize that God is no respecter of persons; Acts 10:34 ARA Making sense of people means treating certain people differently, using different measures to judge. The Bible condemns the meaning of people, because before God all are equal. God judges everyone impartially. The meaning of people (or partiality, or making a difference between people) is wrong because it is arbitrary. Instead of using the same measure, someone favors or disadvantages certain people by creating different rules just because of their personal preferences. To give respect to persons is to deny righteousness (James 2: 9). James 2: 9 In the Book of Galatians we read if we are of Christ we are equal «because all of you who have been baptized into Christ have put on Christ. Therefore, there can be neither Jew nor Greek; neither slave nor free; neither male nor female; because you are all one in Christ Jesus. » Galatians 3: 27-28 NAA
Another experience to say that the fight against gender discrimination still has a long way to go, listening to the news about one of the sessions of the Assembly of my country Cape Verde where the discussion on gender had been scheduled I heard that unfortunately it was canceled for the next one. Legislative because the Deputies of all the benches understood that there were not enough studies on this subject. Just to remind you that most of our Members are men (55 men to 17 women) and that gender equality with Parliamentary seat can only be made in the next legislature. It is understood if this happens some of you would have to retire or change jobs.
I am currently a Missionary in another country where Islam is dominated, even though I know that the country considers itself secular, over 80% are Muslims, and unfortunately the Islamic Religion does not allow women to have a basic right to worship God in the same physical space, in the mosque next to the men. If the basic right to worship God is limited by discriminatory rules when will gender equality come to countries like these.
In this paper I have tried to analyze the various aspects of discrimination in the workplace in relation to gender issues. Men and women play different roles in society, with regard to labor relations, family, etc. With regard to the labor market, there are horizontal and vertical occupational divisions, which are commonly observed in developed countries, and which impose wage inequalities according to the employee’s gender. Thus, these wage differences have an impact on the economy, society, the labor sector, health, and thus women are disadvantaged. Continuing with the implicit risks in women’s work, one also realizes those derived from work organization.
Seated on the sofa of my house listening to news from Portugal about the Hazardous Material Truckers Strike, I heard the journalist interviewing a Trucker who by the way also wife of a Profession colleague and she saying why my husband doing the same job than me, earn a higher salary than mine? I heard the Trade Unionists claiming the right to strike, talking about salary adjustments but not once did I ever hear of gender discrimination as yet another reason for the protest.
A good example to give about gender equality happened two years ago at the General Assembly of the Church of the Nazarene in Indianapolis United States in which Delegates were called to choose two substitutes from the General Superintendents of the Church of the Nazarene who were going to Reform. In this one. Assembly happened two interesting things, the Delegates were called to choose the two substitutes for those who were going to retire. I thank God for being one of the delegates and seeing so many others like me choosing an African from Mozambique, Dr. Filomao CHAMBO is a German-born American lady, Dr. Carla Sunberg. This General Superintendent, in her first two-year term, was given the Jurisdiction of Africa, and at the end of her term, in July she was conducting a Historical Assembly on Boavista Island, Cape Verde. o Cape Verde District in two Districts, North and South Cape Verde. For my joy I assisted the Delegates of the North choosing in their first Assembly a woman to be District Superintendent, Dr. Leniza Soares. It is a historic fact for a centenary church in Cape Verde for the first time to choose a woman to be the leader of a District where more than 80% of pastors are men.
I think that when it comes to gender, society and governments should rely on all partners, and churches can play a key role in educating their members on gender issues. For Neto (2016) It is important to point out that according to the school’s Pedagogical Political Project, its definition and conceptions are that the school is not only a learning space, but also has “the role of reproducing culture”. Whereas in its continuity it states that the school “must inculcate in its students curiosity, reflection, questioning so that they can form critical, non-accommodating people” (UNIDADE, 2004, p.10). I say if this is true across countries, we will surely have a bright future where everyone respects them regardless of their gender.

https://m.monografias.brasilescola.uol.com.br/pedagogia/relacoes-genero-sexualidade.htm#capitulo_5